1. Moving Forward

2. Statutory Assessment Pre – 2014/15 (apart from yr2 and yr6 New Curriculum EYFS Profile Year 1 phonics check Key Stage 1 SATS Combination of teacher assessments and national tests (marked in school) for Reading, Writing and Maths Teacher assessment of speaking and listening and science From September 2015 - a short reception baseline that will sit within the assessments that teachers make of children during reception; Year 1 phonics check SATs are staying for the end of both key stages KS1 Combination of teacher assessments and national tests (marked in school) for Reading, Writing and Maths Inclusion of a Spelling, Punctuation and Grammar test for Y2 in 2016 Teacher assessment of speaking and listening and science KS2 National tests (externally marked) for Reading, SPaG (Spelling, Punctuation and Grammar) and Maths Writing will remain as a teacher assessment Teacher assessment of mathematics, reading, writing, and science.

3. Our approach Transition year – focussed on ensuring the new curriculum is embedded, fit for purpose, challenging and exciting through new and adapted planning Beginning to move away from ‘levels’ (apart from year 2 and 6)

4. Terminology Old Curriculum New Curriculum Levels Level 1,2c, 2b, 2a, 3c etc ‘Average’ year 2 child should reach level 2B Very able children might be beginning to work in Level 3 Year group expectations Beginning to work Working within Working securely Most able children need to embed, expand and apply their year group expectations i.e. use the skills taught in independent work

5. The impact of these changes New curriculum is more challenging Current Year 3s (across the country) are playing catch up Your child’s comparative attainment ie: some children who met 2B target in year 2 may now not meet year 3 expectations because the new curriculum has expanded content that has not been covered in previous years.

6. Example of changes in writing. Level 2B Secure simple sentences joined by ‘and’ mainly present/past tense mostly secure capital letters and full stops sometimes accurate writing basically sequenced some use of ! ? and commas in lists some apt word choice focus on spellings – much more complex and grammar rules known for e.g. adding endings, contractions etc planning writing editing writing Grammar – prefixes/suffixes Using a range of conjunctions Noun phrases Tenses Apostrophes Terminology

7. Examples from proposed new SPAG test from 2016 Question 1 Complete the noun phrase about the school. The __________, ____________ school.

8. Question 2 Which word shows what Ricky did? Circle one word. Ricky shouted loudly so that his friends could hear him.

9. Question 2 Which word shows what Ricky did? Circle one word. Ricky shouted loudly so that his friends could hear him.

10. Question 3 Fill in the gaps in the sentence below, using the past progressive form of the verbs in the boxes. While I __________ in the park, my mum _____________ my sister on the swing. to play to push

11. Question 3 Fill in the gaps in the sentence below, using the past progressive form of the verbs in the boxes. While I was playing in the park, my mum was pushing my sister on the swing.

12. Question 4 Identify these sentence types and add punctuation: fred plays football but fred loves rugby roll the pastry into a thin strip oh dear why cant the wheels turn with this axle

13. Fred plays football but Fred loves rugby. (statement) Roll the pastry into a thin strip. (command) Oh dear! (exclamation) Why can’t the wheels turn with this axle? (question)

14. Our teacher assessment Continue to assess phonic knowledge Continue to look at evidence in children’s work – aided, unaided and independent Continue to monitor reading ages, assess comprehension levels Continue to review each individual child’s progress and attainment in meetings within year groups and with SLT Continue to support individuals through Individual Learning Plans, targets. We will give more opportunity for independent work/projects where children can apply their skills Greater focus on spellings which will be sent home and need to be learned! (Spellings are set by DfE in curriculum for different year groups. They need to be learned and applied in writing) Greater focus on the children taking ownership of marking and feedback by giving time for reflection, editing, correcting work.